This lesson will review the rules for naming ionic and covalent compounds, as well as common polyatomic ions found in chemistry. Then the lesson will move on to how to name hydrates and acids, which build off the naming rules for ionic and covalent compounds. Students will have already read the text covering this topic as homework, so the topic should be familiar though the complexity may leave some students confused. Students will learn which polyatomic ions they must memorize for the upcoming quiz as well as the unit exam. The needs of all learners will be accommodated and met through the following items:
A list of the days' activities will be posted on the board prior to students arriving in class.
The list of the days' activities will be reviewed orally with the students at the start of class.
Information and instructions are presented orally and in writing.
Students are provided multiple opportunities to work in small groups.
Students will be heterogeneously paired/grouped for all group work.
Multiple activities are planned for the day, allowing students opportunities to move around the room.
Objectives
Students will be able to name basic chemical compounds.
Students will be able to identify numerical prefixes used in chemical naming.
Students will be able to identify common polyatomic ions, both by name and by chemical formula.
Students will be able to correctly name common acids.
Students will be able to correctly name common compounds using the first 50 elements.
Materials
in-process bonding inquiry kits from previous class
Naming Handout
Dehydrated apple
regular apple
several other pieces of fruit: banana, grapes, apricot, plum, etc
Links to Resources
Safety Issues
none
Instruction
Opening
Who can tell me what we were doing yesterday?
So then, what are we doing in the bonding inquiry? What are we making using the notecards and stickers?
How far did everyone get with their bonding inquiry activity?
Before we get back to work on the activity, does anyone have any specific questions about it?
OK, We are going to spend 15 minutes on finishing up the bonding activity, then we are going to move on to naming. We are going to have a discussion and some notes about naming, we will be having a quiz on naming tomorrow. We will then spend the last 10 minutes to introduce our next inquiry activity that we will be doing the next few days.
15 Minutes -- Finish Bonding Inquiry activity in your groups, hand in all materials and packets
Learning Activities
Transition:
What did you have for breakfast this morning?
Show of hands, how many of you had cereal? OK, so did any of you read the cereal box while you were eating?
I always sat at the table and read the box when I was a kid. Does anyone ever read the ingredient lists? Ever wonder what all of those chemicals were?
We will be learning some basic naming rules today, and you will be able to identify some of those ingredients.
Naming (40 Min)
Who can tell me the prefixes for the different numbers from your reading?
1? 2? 5? 7? 10?
Do you notice any similarities to numerical prefixes in other subjects? What about math? What about the calendar or units of years?
(pass out page 1 of naming handout)
(Draw chart on board with 3 columns, label 1st column: numbers 1-10, label 2nd column: numerical prefix, label 3rd column: common words objects with similar prefixes)
OK so let's see how many associations we can make with the prefixes.
What is the prefix for 1? (mono-) OK and can someone tell me something else that uses the same prefix? (mono-, monorail, monogamy, monotheistic, monolith)
continue for rest of prefixes.
Now you can use this page when you study and when you do the homework to help you remember the prefixes.
So why does all this matter? Why do we care what the prefixes mean?
In terms of chemistry and naming compounds, that is what we are studying today, what do the prefixes tell us? (number of each type of element in compound)
Names of common polyatomic ions:
Sometimes, for the sake of brevity, and ease of naming, compounds are given "common names"
This happens when there is a compound that occurs frequently, and is always present as the same exact compound, and so instead of naming each element, the common name is used.
There are two types of common names, everyday, or non-scientific, common names; and scientific common names. Can anyone tell me an everyday common name for a compound that we are all familiar with? (if no answer given right away, write H2O on the board) What is the common name for this chemical compound?
Water is an example of a non-scientific common name.
For our unit, we are studying how compounds are bonded and how that bonding dictates the naming, so we will be focusing on the scientific common names for compounds.
(Pass out page 2 of naming handout)
In this unit, the compounds with common names that we will be learning are ions.
And who remembers what an ion is?
you will be responsible for knowing these ions, we will be having a quiz tomorrow:
We will use this table and these polyatomic ions in our work with naming today and on the homework to help you get familiar with them.
Name
Chemical Formula
Charge
ammonium
NH4+
+1
hydroxide
OH-
-1
hypochlorite
ClO-
-1
nitrate
NO3-
-1
nitrite
NO2-
-1
iodate
IO3-
-1
bromate
BrO3-
-1
bicarbonate
HCO3-
-1
acetate
C2H3O2-
-1
sulfate
SO42-
-2
sulfite
SO32-
-2
carbonate
CO32-
-2
phosphate
PO43-
-3
phosphite
PO33-
-3
What are some things you remember about naming from your reading? Review:
Naming Ionic Compounds
Naming Covalent Compounds
When to use (and not use) numeral prefixes.
Naming Worksheet -- Do a couple examples
Hydrates. What is a hydrate? As you know from your reading, hydrates are solid compounds that have water loosely bound to their crystalline structure. A hydrate is named by naming the main compound and then adding -hydrate, with the "-" being the prefix for the number of water molecules bound to each molecule of compound. We use the same numerical prefixes as in ionic compounds. There is always a whole number of water molecules bound to the crystalline structure, and is different for different compounds, but for a specific compound, the ratio of compound to water is always the same. Review:
How to write the symbol and name of a hydrate.
Do an example from naming worksheet
Acids. What is an acid? Naming similar to ionic compounds. Many common acids are comprised of the common polyatomic ions we discussed earlier
Example, acetate ion bonded to hydrogen is acetic acid, which is the chemical name for vinegar (though vinegar is usually a very dilute concentration of acetic acid, 5% or less). Review:
How to write the formula and name of an acid.
Do an example from naming worksheet
Hydrates: (10 Min) Now that we have been exposed to the various naming conventions, we are going to look specifically at hydrates. Who can tell me what a hydrate is from our discussion a few minutes ago?
Hold up dried apple: Can someone tell me what this is? Hold up regular apple: What is the difference between the 2 apples? Answer should be that one has been dried. How is this regular apple like a hydrate? (Answer should be along the lines of containing water within the apple in forms of juices, etc)
What happens to the apple when it is dried? (Most of the water is removed) How much water do you think is in the apple? How could we find out?
Bring up other fruits, How much water do you think is in each of these? How could we find out? Anyone to volunteer to take home a fruit to dry? What should we do before we dry it to determine how much water was in it? We need to mass it before we dry it.
Record masses of each of the fruits on board. Advise volunteers how to dry fruit (at 150F or lower for a couple hours, check every 30 min). Be sure to note how long it was dried in oven for.
Closing
So, what is the chemical formula for sodium bicarbonate? Does anyone know where they might find this compound in their house?
I want everyone to look around their home tonight at the labels on foods, drinks, cleaners, etc and see if you can find any chemical ingredients that you would be able to write the formula for based on what we learned in class today. Bring in the label, a picture/copy of the label, or the name of the product and the name of the chemical if you cannot bring in the label.
OK, and what are we going to do with our fruit tomorrow?
How do you think this relates to what we've learned today? What do you think we will learn from this?
Assessment
informal: answers to questions asked in class
formal: completed worksheets, future quiz on polyatomic ions
Homework
Complete bonding/naming worksheet and acid/hydrate naming worksheet.
Find and bring in a label or a copy of a label of a food/drink item or cleaner in your home that has a chemical name in the ingredient list that you recognize and would be able to write the chemical formula for.
For student volunteers, need to dry fruits in oven and bring back in dried fruits.
Unit:Bonding & Naming
Title: What's in a name?
Lesson Overview
This lesson will review the rules for naming ionic and covalent compounds, as well as common polyatomic ions found in chemistry. Then the lesson will move on to how to name hydrates and acids, which build off the naming rules for ionic and covalent compounds. Students will have already read the text covering this topic as homework, so the topic should be familiar though the complexity may leave some students confused. Students will learn which polyatomic ions they must memorize for the upcoming quiz as well as the unit exam.The needs of all learners will be accommodated and met through the following items:
Objectives
Materials
in-process bonding inquiry kits from previous classNaming Handout
Worksheets (Bonding & Naming, Acids/Hydrates & Naming)
Dehydrated apple
regular apple
several other pieces of fruit: banana, grapes, apricot, plum, etc
Links to Resources
Safety Issues
noneInstruction
Opening
Who can tell me what we were doing yesterday?So then, what are we doing in the bonding inquiry? What are we making using the notecards and stickers?
How far did everyone get with their bonding inquiry activity?
Before we get back to work on the activity, does anyone have any specific questions about it?
OK, We are going to spend 15 minutes on finishing up the bonding activity, then we are going to move on to naming. We are going to have a discussion and some notes about naming, we will be having a quiz on naming tomorrow. We will then spend the last 10 minutes to introduce our next inquiry activity that we will be doing the next few days.
15 Minutes -- Finish Bonding Inquiry activity in your groups, hand in all materials and packets
Learning Activities
Transition:What did you have for breakfast this morning?
Show of hands, how many of you had cereal? OK, so did any of you read the cereal box while you were eating?
I always sat at the table and read the box when I was a kid. Does anyone ever read the ingredient lists? Ever wonder what all of those chemicals were?
We will be learning some basic naming rules today, and you will be able to identify some of those ingredients.
Naming (40 Min)
Who can tell me the prefixes for the different numbers from your reading?
1? 2? 5? 7? 10?
Do you notice any similarities to numerical prefixes in other subjects? What about math? What about the calendar or units of years?
(pass out page 1 of naming handout)
(Draw chart on board with 3 columns, label 1st column: numbers 1-10, label 2nd column: numerical prefix, label 3rd column: common words objects with similar prefixes)
OK so let's see how many associations we can make with the prefixes.
What is the prefix for 1? (mono-) OK and can someone tell me something else that uses the same prefix? (mono-, monorail, monogamy, monotheistic, monolith)
continue for rest of prefixes.
Now you can use this page when you study and when you do the homework to help you remember the prefixes.
So why does all this matter? Why do we care what the prefixes mean?
In terms of chemistry and naming compounds, that is what we are studying today, what do the prefixes tell us? (number of each type of element in compound)
Names of common polyatomic ions:
Sometimes, for the sake of brevity, and ease of naming, compounds are given "common names"
This happens when there is a compound that occurs frequently, and is always present as the same exact compound, and so instead of naming each element, the common name is used.
There are two types of common names, everyday, or non-scientific, common names; and scientific common names. Can anyone tell me an everyday common name for a compound that we are all familiar with? (if no answer given right away, write H2O on the board) What is the common name for this chemical compound?
Water is an example of a non-scientific common name.
For our unit, we are studying how compounds are bonded and how that bonding dictates the naming, so we will be focusing on the scientific common names for compounds.
(Pass out page 2 of naming handout)
In this unit, the compounds with common names that we will be learning are ions.
And who remembers what an ion is?
you will be responsible for knowing these ions, we will be having a quiz tomorrow:
We will use this table and these polyatomic ions in our work with naming today and on the homework to help you get familiar with them.
Review:
Hydrates. What is a hydrate?
As you know from your reading, hydrates are solid compounds that have water loosely bound to their crystalline structure.
A hydrate is named by naming the main compound and then adding -hydrate, with the "-" being the prefix for the number of water molecules bound to each molecule of compound. We use the same numerical prefixes as in ionic compounds. There is always a whole number of water molecules bound to the crystalline structure, and is different for different compounds, but for a specific compound, the ratio of compound to water is always the same.
Review:
Acids. What is an acid?
Naming similar to ionic compounds.
Many common acids are comprised of the common polyatomic ions we discussed earlier
Example, acetate ion bonded to hydrogen is acetic acid, which is the chemical name for vinegar (though vinegar is usually a very dilute concentration of acetic acid, 5% or less).
Review:
Hydrates: (10 Min)
Now that we have been exposed to the various naming conventions, we are going to look specifically at hydrates.
Who can tell me what a hydrate is from our discussion a few minutes ago?
Hold up dried apple: Can someone tell me what this is?
Hold up regular apple: What is the difference between the 2 apples?
Answer should be that one has been dried.
How is this regular apple like a hydrate? (Answer should be along the lines of containing water within the apple in forms of juices, etc)
What happens to the apple when it is dried? (Most of the water is removed)
How much water do you think is in the apple? How could we find out?
Bring up other fruits, How much water do you think is in each of these?
How could we find out?
Anyone to volunteer to take home a fruit to dry?
What should we do before we dry it to determine how much water was in it?
We need to mass it before we dry it.
Record masses of each of the fruits on board.
Advise volunteers how to dry fruit (at 150F or lower for a couple hours, check every 30 min). Be sure to note how long it was dried in oven for.
Closing
So, what is the chemical formula for sodium bicarbonate? Does anyone know where they might find this compound in their house?I want everyone to look around their home tonight at the labels on foods, drinks, cleaners, etc and see if you can find any chemical ingredients that you would be able to write the formula for based on what we learned in class today. Bring in the label, a picture/copy of the label, or the name of the product and the name of the chemical if you cannot bring in the label.
OK, and what are we going to do with our fruit tomorrow?
How do you think this relates to what we've learned today? What do you think we will learn from this?
Assessment
informal: answers to questions asked in classformal: completed worksheets, future quiz on polyatomic ions
Homework
Complete bonding/naming worksheet and acid/hydrate naming worksheet.Find and bring in a label or a copy of a label of a food/drink item or cleaner in your home that has a chemical name in the ingredient list that you recognize and would be able to write the chemical formula for.
For student volunteers, need to dry fruits in oven and bring back in dried fruits.
Additional Notes